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The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.
The article analyzes the organization of the educational process in the Regional Institute of Social Work Aquitaine. It is found that the following departments of the Institute are responsible for organizing the educational process: the department of initial professional training in social work; the department of constant social formations; the department of management training; the research department; the centre for social action learning; the department of internal educational operations; the department of the educational process and symposia; the department of international activities; the centre for evaluation of skills in social professions; the centre for validation of acquired experience in social work. It is revealed that the Regional Institute of Social Work Aquitaine will be merged into the University of Bordeaux between 2019 and 2020 and become part of the National Union of Training and Research in the field of social intervention, which integrates all types of training in social work. The Regional Institute of Social Work Aquitaine is also under the direction of the Regional Association of Social Work. It must be noted that the Regional Institute of Social Work Aquitaine provides the protocol for certification and testing of the Level 3 Modules (ASS / ES / EJE / ETS / CESF). After all, the general conditions of this protocol ensure the support of candidates for such certification and testing. These conditions include the location of certification and testing; instructions and criteria: an invitation to certification and testing, the organization of certification and testing, the organization of module certification, the information about certification and testing committee, the submission of results from certification and testing (results of certification and testing, absence of candidates during certification and testing, module testing, violations and protection means).
Research relevance is determined by the need to enhance teacher education, consolidate teachers’ further professional and personal development, increase the prestige of the teaching profession. The article focuses on enhancing professional training of teachers in the European countries under the conditions of lifelong learning. Based on the study and analysis of reseaches by Ukrainian and foreign scholars and some statistical information, the peculiarities of teaching and teacher training have been justified. Mentoring has been described as a way of transferring experience, knowledge, abilities and skills from one age group to another, or from one person to another. It has been found that mentoring aims to provide support and promote self-realization in professional activity. Lifelong learning has been defined as a programme for thinking and activity development. The statistical data on the needs of teacher development and thematic demand and supply in lifelong learning have been analyzed. It has been emphasized that modern trends in the development of lifelong learning for teachers in the EU countries include consolidation and rationalization of organizational structures with the purpose of developing the national systems of postgraduate teacher education based on scientific principles of organization and management theory, as well as orientation towards reaching the balance between the interests of all participants, partners, central authorities of education management, regional and local education authorities, school administration, teachers; stimulating innovative activities of teachers, etc. It has been concluded that taking into account European experience in organizing lifelong learning for teachers will allow Ukraine to enhance professional training of teachers, professionalization in self-education, their reflexive practice of searching for effective ways to integrate the latest technologies into the education process.
The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.
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The article studies the reforms that took place in the education system of the Republic of Poland in 1999 and proceeded in 2009. The structural changes were characterized; the types of educational institutions were given; the changes in programs, forms and methods of a teacher with a student work were analyzed; evolutionary processes in the evaluation system were traced. Special attention was paid to structural changes in school education. The problems of the education system reform in Poland were highlighted (the convergence of learning with the realities of modern life, the upbringing of a modern individual, deprived stereotypes of the past, the democratization of the education system in the light of European experience, preparation for an accession to the EU, the self-regulation possibility of a new educationsystem). The new accents of the school education contents were analyzed (safe and healthy for the pupil’s health, focusing on the construction of their own values systems, their development and improvement, the obligation to enhance children’s independence through the provision of a high level of internal self-government, the elimination of a single educational programme in the senior classes and the opportunity for students to choose their own future profession). It has been concluded that reforms implemented at the turn of the 20th and 21st centuries in the Republic of Poland reflected obvious advantages in systemic educational processes. One of the major trends in systemic reform was the introduction of the three-level structure of the school system “6 + 3 + 3” (six year primary school, three-year gymnasium and a three-year profile lyceum). The result of reforms was the adaptation of education levels and upbringing to periods of children and young people development, ensuring their better understanding of themselves, other people and the world; educational chances equalization; improving the quality of education. The prospective areas of research in this area include the study of reforms in preschool education as a starting point for a holistic education system in Poland, the disclosure of organizational and content aspects of child’s preparation for schooling.
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